| Abstract [eng] |
This doctoral dissertation examines the concept of competence in higher education (HE) in the context of constant change and uncertainty. It argues that dominant conceptualisations of competence are grounded in a representational paradigm, which presents both practical and theoretical limitations. Focusing on translator education and the technological challenges posed to the profession, the study conceptualises translator competence drawing on complexity theory and complexity-informed educational research. It proposes a conceptualisation of translator competence as a complex adaptive system (CAS), in which uncertainty is treated as an inherent feature of competence. Methodologically, the research employs conceptual complexity modelling and narrative foresight methods. The qualitative study design includes interviews with international translator educators, students, and professional translators, followed by thematic analysis. Major research outputs include four foresight scenarios for the future of the translator’s profession and a conceptual model of translator competence as a CAS, validated by international experts. The developed conceptual model paves the way for further development of complexity-informed computational competence models to simulate and explore the complexity of competence in uncertain contexts. The research findings highlight the need to shift from a multi-componential to a dynamic conceptualisation of competence, thereby contributing to discussions advocating an ontological turn in HE. |
